Lesson Plan Critique<\/p>\n
(Author\u2019s name)<\/p>\n
(Institutional Affiliation)<\/p>\n
Lesson Plan Critique<\/p>\n
This paper presents a critique of the Photography for Language Use and Awareness lesson plan. The paper evaluates the lesson plan\u2019s objectives, activities, as well as, the assessment plan.<\/p>\n
Introduction<\/p>\n
The Photography for Language Use and Awareness lesson plan presents a brainstorming type of lesson plan, which is an organized learning approach that encourages the child\u2019s mind to \u2018think\u2019. The lesson plan can be utilized for the special education and English subjects, as it encourages full participation by students and can be repeated without limit. This lesson plan is most suitable for students in grade 10-12, as it is by this grade that start developing specialized interests. <\/p>\n
Objective <\/p>\n
The main objective of the Photography for Language Use and Awareness lesson plan is to increase and develop the students\u2019 language and communication skills. This lesson plan also aims at increasing student awareness on the components of various subjects, hence promoting academic success. Specifically, the lesson plan aims as ensuring that students understand the connection between written, spoken and visual elements language<\/p>\n
Activities <\/p>\n
Study activities in the Photography for Language Use and Awareness lesson plan involve both team and individual photography assignments. The activities in this lesson plan entail visual, written, and spoken activities and they occur in a sequence of four key actions. The first activity in this lesson plan involves the issuance of the camera to the student and the students learn and practice how to operate it. As part of this activity, students may be asked to demonstrate their comprehension of how to use the camera by either taking pictures or explaining it to the instructor. After taking pictures, students are then required to note down what is going on in the picture, or in other words, what the picture is about. This is the second activity in the lesson plan, and it is aimed at finding out a student\u2019s interest and their knowledge regarding a particular subject. The third activity in the lesson plan is taping the written materials, i.e., the notes that the student has written down regarding the picture. Sequentially, the fourth and last activity of the Photography for Language Use and Awareness lesson plan is a class discussion of the various photographs that each student has taken for their project. <\/p>\n
Assessment <\/p>\n
Assessment of students using the Photography for Language Use and Awareness lesson plan takes the form of a formative assessment where the instructor records each student\u2019s development in progress through the four activities presented. <\/p>\n
Conclusion<\/p>\n
The Photography for Language Use and Awareness lesson plan is a recommendable approach for learning and education. This is because the lesson plan attends to the cognitive needs of the students at grade 10-12. Students at this age are in the process of adjusting their previous ways of thought and reasoning, and for that reason, are easily capable of abstract thought. Accordingly, because this lesson plan can be categorized as a brainstorm form of learning, students can effortlessly carry out and comprehend the subjects being taught. This lesson plan also promotes better communication, which will allow students in understanding the different point of view that each student, as an individual, has regarding a subject matter. This will be easily integrated into the student\u2019s absolute cognition, as students are given the opportunity to learn that knowledge is relative to context. <\/p>\n","protected":false},"excerpt":{"rendered":"
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